Cirg 654 Class Meeting #1

DIAGNOSIS AND CORRECTION OF READING

DIFFICULTIES, LEVEL II

CIRG 654

Holly Miles and Tarabeth Brumfield

Random Fact Game

Think of three random facts about yourself that no one knows.

Write them on a note card.

Introduction

Syllabus

Class Expectations

Forms

Group Brainstorm

Talk in your group about what you know about the 3-Tier Reading Model.

Write your ideas and/or question on the “Parking Lot”.

Be prepared to discuss.

3-TIER READING MODEL

Model

The 3-Tier Reading Model is a prevention model that: Provides an instructional framework for

delivering assessment-driven, differentiated instruction to all students, including students at risk for and with reading difficulties

Focuses on reading instruction that uses scientific research-based core, supplemental, and intervention reading programs

Identifies struggling students and provides the support (additional instruction/intervention) they need

The 3-Tier Reading Model is a prevention model that: Provides an instructional framework for

delivering assessment-driven, differentiated instruction to all students, including students at risk for and with reading difficulties

Focuses on reading instruction that uses scientific research-based core, supplemental, and intervention reading programs

Identifies struggling students and provides the support (additional instruction/intervention) they need

The Three Tiers

Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development

Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., at least every 2 weeks) that struggling readers receive

Tier III: More intensive intervention and frequent progress monitoring (e.g., at least every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II

Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development

Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., at least every 2 weeks) that struggling readers receive

Tier III: More intensive intervention and frequent progress monitoring (e.g., at least every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II

The Roles of Assessment in the 3-Tier Reading Model

The 3-Tier Reading Model goes beyond the administration of assessments

In Tier I, assessments given three times per year are used to guide instructional decision-making (e.g., determine if students are making adequate progress toward grade-level benchmarks or objectives) and identify students who need intervention

In Tiers II and III, frequent progress monitoring (e.g., at least every 2 weeks) is used to track student progress and inform instruction

The 3-Tier Reading Model goes beyond the administration of assessments

In Tier I, assessments given three times per year are used to guide instructional decision-making (e.g., determine if students are making adequate progress toward grade-level benchmarks or objectives) and identify students who need intervention

In Tiers II and III, frequent progress monitoring (e.g., at least every 2 weeks) is used to track student progress and inform instruction

3-Tier Reading Model

Grouping Formats for Each Tier

Tier I - a variety of grouping formats (e.g., individual, pairs, small groups, and whole group

Tier II - same-ability small groups of three to five students

Tier III - same-ability small groups of three students or fewer, depending on student needs

The 3-Tier Reading Model incorporates flexible grouping practices to group and regroup students based on their progress, interests, and changing needs

Tier I: Core Classroom Reading Instruction

Minimum 90 Minutes of Daily Instruction

Movement Through the Tiers

Tier I

Grade Level Learners Yes

Tier I: Core Class InstructionTier I: Core Class Instruction

Focus For all students in K through 3

Program County Adopted Materials

Grouping Multiple grouping formats to meet student needs

Time 90-120 minutes per day or more

Assessment Benchmark assessment at beginning, middle, and end of the academic year (DIBELS)

Interventionist General education teacher

Setting General education classroom

Tier II:Intervention

30 Minutes of Additional Reading Instruction

Typically Lasts for 10 to 12 Weeks

Tier II: Supplemental Instruction

Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction

Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I

Tier II: Supplemental InstructionTier II: Supplemental Instruction

Focus For students identified with marked reading difficulties, and who have not responded to Tier I efforts

Program Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I

Grouping Homogeneous small group instruction (1:3, 1:4, or 1:5)

Time Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction

Assessment Progress monitoring twice a month on target skill to ensure adequate progress and learning

Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)

Setting Appropriate setting designated by the school; may be within or outside of the classroom

Tier III:Daily Intensive Intervention

Do struggling readers who are placed in Tier III continue to receive Tier II intervention?

No, struggling readers who require Tier III no longer receive Tier II intervention

Tier III intervention is the next step for students with extreme reading difficulties who are not successful in Tiers I and II (5-10%)

These students receive 90 minutes of Tier I instruction plus the more intensive Tier III intervention (30+ minutes)

Intervention is different and based on students needs

Tier III: Intensive InterventionTier III: Intensive Intervention

Focus For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts

Program Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities

Grouping Homogeneous small group instruction (1:1 - 1:3)

Time Minimum of two 30-minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading instruction

Assessment Progress monitoring twice a month on target skills to ensure adequate progress and learning

Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)

Setting Appropriate setting designated by the school

3-Tier Instruction = Differentiated Instruction

Differentiated instruction IS: Using assessment data to

plan instruction and group students

Teaching targeted small groups (1:3,1:5)

Using flexible grouping (changing group membership based on student progress, interests, and needs)

Matching instructional materials to student ability

Tailoring instruction to address student needs

Differentiated instruction IS NOT: Using only whole class

instruction Using small groups that

never change Using the same reading

text with all students Using the same

independent seatwork assignments for the entire class

Chapter 8: Using Different Types of

AssessmentDiagnostic teaching produces practical,

efficient, and valid information about the learner.

1. It is PRACTICAL because suggestions for instruction can be immediately incorporated into the instructional program.

2. It is EFFICIENT because reading instruction and learning do not stop in order to test….instead, they become an integral part of assessment.

3. It is VALID because diagnostic teaching assesses reading in the same kind of instructional situation that is used throughout the student’s classroom experience.

Creating a profile of students’ learning

Ch. 8: Group Work

Process Oriented Assessments

Informal and Formal Assessments

Engagement and Student Self-Assessments

Authentic Assessments

Chapter 8: Evaluating Student Performance

The diagnostic teacher takes the information gathered from multiple sources to target specific reading behavior over time.

In 637 you administered multiple assessment….how did this process give you a better picture of the reader’s behaviors and

performance?